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題 名 | 數學教室中教師引導學生進行溝通與討論之研究=An Investigation on the Teachers' Shaping Their Mathematics Classroom to Be More Scholaristic |
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作 者 | 鍾靜; 房昔梅; | 書刊名 | 國教學報 |
卷 期 | 19 2007.12[民96.12] |
頁 次 | 頁79-105 |
分類號 | 523.32 |
關鍵詞 | 數學教室; 討論文化; Mathematics classroom; Discussion culture; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究在呈現三位任教於五年級的教師,在其數學教室中引導學生進行溝通與討論活動之實際情形。三位教師的背景不同,其一具備豐富的教學經驗,卻鮮少引導學生進行課堂討論;其二具備豐富的理論基礎,亦認同課堂討論之必要,但缺乏實際的教學經驗;其三既有理論基礎,亦有多年課堂中引導學生進行溝通與討論的經驗。三位教師面對的都是一個新組成的五年級班級,卻在引導的過程中,各自面臨不同的問題,因而所採用的各項行動策略及學生們的改變歷程亦不盡相同。研究者透過觀察,並配合訪談及問卷等資料的蒐集,呈現教師透過各項策略改變學生課堂表現之具體歷程,以提供欲引導學生進行課堂溝通與討論的教師們參考。 研究結果發現:三位同樣任教於五年級新編班的教師,雖然教學年資不同,教學想法各異,卻同時在一個學期的三個階段裡,各自經歷了調整教學策略的過程,使引導學生發表和討論更有效率。即使是具有多年帶領課堂討論經驗的教師,也可能面臨學生對發表缺乏信心和勇氣、導致課堂討論不能聚焦的問題,而必須適時調整引導策略。 研究結果顯示:無論學生背景如何、教師的教學經驗多寡,在引導學生進行課堂討論的初期都必須由心理層面著手,使學生獲得安全感後,才能順利進行討論。研究中的三位教師,在遇到困難的同時,都能夠立即尋求支援,並進行教學策略的調整,使課堂中引導學生討論的技巧日漸成熟。三位教師的經驗說明了引導學生進行課堂溝通與討論並非難事,期盼能引發現場教師的共鳴,願意嘗試營造更活潑、民主的數學教室。 |
英文摘要 | Three grade-five teachers conducted their students to communicate and discuss in the mathematics classrooms. One was quite experienced but paid little attention on classroom discussion. One knew a lot about theory but lacked practical teaching experience. The last one had both. They all face a newly formed class. Because they faced different problem, their acting strategies were different and so were the changing of the students. We observed the classroom teaching, interviewed and collected questionnaire and provide the concrete process of how the teachers changing the students' behavior through their strategy for those who are interesting in teaching mathematics by discussion. We found that the three teachers all have modified their strategies to be more efficient in teaching. Even an experienced teacher had to face the problem caused by the students' lack of confidence and guts. In conclusion, no matter with the students' background and the teachers' experience, a teacher should care for the psychological problem of the students. They should feel safe to be able to discuss. The three teachers could look for support immediately when they came across a difficulty and modified their teaching mode toward maturity. Their experience show that it is not difficult to shaping the students' to be more scholaristic, we hope that more teachers would like to try to manage a more active and democratic mathematics classroom. |
本系統中英文摘要資訊取自各篇刊載內容。